必修5

Module1BritishandAmericanEnglish教案設(shè)計(jì)引言英語教學(xué)屬于語言能力的教學(xué)，主要是讓學(xué)生通過聽、說、讀、寫等方面的語言實(shí)踐活動(dòng)去發(fā)展英語語言能力，培養(yǎng)學(xué)生主動(dòng)閱讀，自主發(fā)展，分析問題、解決問題的能力。新課程標(biāo)準(zhǔn)的三維教學(xué)觀，具體到英語學(xué)科就是要整合發(fā)展學(xué)生語言技能、語言知識、情感態(tài)度、學(xué)習(xí)策略和文化意識五個(gè)方面的素養(yǎng)，培養(yǎng)學(xué)生綜合運(yùn)用語言的能力。開展課堂探究是培養(yǎng)學(xué)生綜合語言運(yùn)用能力的最佳手段。所以在教學(xué)活動(dòng)中有情景創(chuàng)設(shè)，學(xué)生探究，學(xué)生處理問題和鞏固訓(xùn)練等環(huán)節(jié)。詞匯教學(xué)很重要，也是影響教學(xué)成敗的關(guān)鍵之一。適當(dāng)注意詞匯形式、詞匯的搭配、以及詞匯的功能和意義，特別是詞匯在語篇、語境中的功能和意義的教學(xué)極其重要。所以詞匯教學(xué)可培養(yǎng)學(xué)生的實(shí)踐能力。教材分析

本模塊以BritishandAmericanEnglish為話題，通過閱讀材料讓學(xué)生了解英美語言的差異，并借助聽力、討論、閱讀、寫作等一系列扎實(shí)有效的教學(xué)活動(dòng)，進(jìn)一步拓展學(xué)生的想象力，提升他們的語言實(shí)踐能力，并通過掌握相關(guān)詞匯，培養(yǎng)學(xué)生對漢語語言的感知。Introduction通過讓學(xué)生閱讀課本中的引語和郵件，使他們感受并理解英美英語的區(qū)別。同時(shí)學(xué)習(xí)和鞏固相關(guān)的詞匯，為后面的閱讀和寫作創(chuàng)造條件。ReadingandSpeaking1.課文通過對英美英語在詞匯、語法、拼寫和發(fā)音等方面區(qū)別的描述，使學(xué)生真切地感受并領(lǐng)會英美英語的區(qū)別，并且學(xué)會對兩者進(jìn)行對比和分析，了解英美文化的差異，探討英美英語的發(fā)展動(dòng)向。2.文章含有大量有用的信息、詞匯和語言結(jié)構(gòu)，讓學(xué)生在了解英美英語區(qū)別的同時(shí)，掌握更多的語言基礎(chǔ)知識，為綜合運(yùn)用和初步交際能力的提高打好堅(jiān)實(shí)的基礎(chǔ)。Vocabulary學(xué)習(xí)詞匯，加深對英美英語區(qū)別的理解，并進(jìn)行對比。Grammar1.復(fù)習(xí)一般現(xiàn)在時(shí)、現(xiàn)在進(jìn)行時(shí)、現(xiàn)在完成時(shí)等語法知識，完成相關(guān)練習(xí)。2.復(fù)習(xí)for和since在現(xiàn)在完成時(shí)中的使用。VocabularyandListening1.聽有關(guān)交流學(xué)生在國外學(xué)習(xí)生活的錄音，然后完成與錄音內(nèi)容相關(guān)的練習(xí)。2.復(fù)習(xí)部分常用詞匯，通過對這些詞匯的重復(fù)運(yùn)用，進(jìn)一步了解英美英語的區(qū)別對生活學(xué)習(xí)的影響。EverydayEnglish通過練習(xí)進(jìn)一步鞏固聽力內(nèi)容，了解和掌握關(guān)于howareyougettinggo,don’tyougetwhatpeoplesay,acoupleof,that’sagoodpoint等詞語在日常交際中的運(yùn)用。Function學(xué)會利用不同的結(jié)構(gòu)來陳述理由，培養(yǎng)學(xué)生在日常學(xué)習(xí)過程中自覺使用不同連詞進(jìn)行表達(dá)，提高學(xué)生的語言表達(dá)和運(yùn)用能力。Speakingandwriting1.利用教材所給信息結(jié)合個(gè)人，表明對varietiesofEnglish的看法，說出理由，加深認(rèn)識。2.根據(jù)現(xiàn)有知識討論并描寫漢語的由來、變體、書寫體系、發(fā)展趨勢等，培養(yǎng)學(xué)生用英語思維和表達(dá)的能力，嘗試使用本單元所學(xué)的詞匯。Culturalcorner通過閱讀文章幫助學(xué)生認(rèn)識對美國英語的發(fā)展做出貢獻(xiàn)的NoahWebster，了解更多有關(guān)美國英語的發(fā)展過程。由此可對漢語發(fā)展和漢字簡化做出相應(yīng)的思考。Task學(xué)生自主學(xué)習(xí)，比較英美英語，找出區(qū)別。Modulefile提高學(xué)生歸納總結(jié)、自我檢驗(yàn)的能力和自學(xué)能力。Workbook簡要總結(jié)了本模塊重點(diǎn)詞匯、語法、重點(diǎn)句型。旨在加深對各種語言知識的訓(xùn)練與回顧，達(dá)到牢固掌握知識技能的目的。

教材整合

Period1Introduction+ReadingandspeakingPeriod2LanguagepointsandGrammarPeriod3Listening+EverydayEnglish+FunctionPeriod4Culturalcorner+SpeakingandWritingPeriod5TaskandModulefile教學(xué)原則交際教學(xué)法(Communicativeapproach)情景教學(xué)法(Situationalapproach)整體語言教學(xué)法(Wholelanguageteaching)教學(xué)方法任務(wù)型教學(xué)(Task-basedLanguageTeaching)是實(shí)施課堂教學(xué)的主要理念。

Period1:Introduction+ReadingandspeakingTeachingContentIntroduction＋ReadingandSpeakingTeachingAimsTargetLanguagehave…incommon,linguist,makeadifference,accent,compare,variety,differ,besimilarto,havedifficultyindoingsth.Ability

objectivesDevelop

the

Ss’

abilitytoscan,skipandreadfastandself-study.Understandhowtoexpressdifferencesbetweentwothings.AffectionandattitudesLearnthedifferencesbetweenBritishEnglishandAmericanEnglish.FormopenandpositiveattitudestowardsdifferentvarietiesofEnglish.CulturalawarenessGetpreparedforthecomparisonofBritishEnglishandAmericanEnglishandthemainvarietiesofChinese.TeachingAidMulti-mediaTeachingProceduresStep4GrammarRevision:1.Translatethefollowingsentences.（括號內(nèi)為教師點(diǎn)撥）1)有很多因素影響了美語的發(fā)音。(influence這一動(dòng)作發(fā)生在過去，對現(xiàn)在造成影響)2)很多專家認(rèn)為這兩種語言變體正越來越接近。（move這一行為目前持續(xù)發(fā)生變化）3)一些人認(rèn)為英式英語將要消失。（disappear將來可能發(fā)生）4)在未來將會有很多種英語。（根據(jù)句意bemany“Englishes”一定會發(fā)生）2.HelpthestudentsthemselvestoconcludethefunctionofdifferentverbformsandthendoActivity1onPage4.3.Finishactivities2and4individuallyandthencheck.4.EncouragethestudentstocomparethedifferencebetweensinceandforafterfinishActivity3,andthenthefollowingexercise.不改變句意，互換for和since結(jié)構(gòu)。1)JohnhasbeenhereinChinasincetwoweeksago.2)CommunicationsacrosstheAtlantichavedevelopedsteadilyforonehundredyears.3)IhaveworkedhardwithmyEnglishforallthethreeseniorhighyears.4)EnglishgrammarhasnotchangedmuchsincethetimeofShakespeare.Step5HomeworkGrammarandVocabularyinWorkbook.

Period3:ListeningandEverydayEnglishandFunctionTeachingContentListening＋EverydayEnglish＋FunctionTeachingAimsTargetLanguagelocal,natural,variety,wearoff,insomeways,positive,madeafuss,pickup,nowthatAbility

objectivesHelpthestudentstobeagoodguesser.Encouragethestudentstohaveastrongdrivetocommunicate.LearningstrategiesCreateassociationtoimprovememorySelf-diagnosetolearnfrommistakesandimprovelinguisticsensitivityResourcetousethematerialsasthe"firstaid"inproblem-solvingTeachingAidsMulti-mediaTeachingproceduresStep1Revision（檢測上節(jié)課時(shí)態(tài)復(fù)習(xí)。課堂檢測訓(xùn)練做題速度）07年高考單項(xiàng)填空時(shí)態(tài)考查題1.IknowalittlebitaboutItalyasmywifeandI______thereseveralyearsago.[2007全國卷I]

A.aregoing

B.hadbeen

C.went

D.havebeen2.—Isthereanythingwrong,Bob?Youlooksad.

—Oh,nothingmuch.Infact,I______ofmyfriendsbackhome.[2007全國卷II]

A.havejustthought

B.wasjustthinking

C.wouldjustthink

D.willjustbethinking3.—Didyoutidyyourroom?[2007上海卷]

—No,IwasgoingtotidymyroombutI______visitors.

A.had

B.have

C.havehad

D.willhave4.They______twofreeticketstoCanada,otherwisethey’dneverhavebeenabletoaffordtogo.[2007山東卷]A.hadgot

B.got

C.havegot

D.get5.Theybecamefriendsagainthatday.Untilthen,they______toeachotherfornearlytwoyears.[2007安徽卷]

A.didn’tspeak

B.didn’tspoken

C.haven’tspoken

D.haven’tbeenspeaking6.—HowcanIapplyforanonlinecourse?

—Justfilloutthisformandwe______whatwecandoforyou.[2007北京卷]A.see

B.areseeing

C.haveseen

D.willsee7.—Itwasreallyverykindofyoutogivemealifthome.

—Oh,don’tmentionit.I______pastyourhouseanyway.[2007北京卷]A.wascoming

B.willcome

C.hadcome

D.havecome8.—IsawJaneandherboyfriendintheparkateightyesterdayevening.[2007福建卷]—Impossible.She______TVwithmeinmyhomethen.A.watched

B.hadwatched

C.wouldwatch

D.waswatching9.Danny______hardforlongtorealizehisdreamandnowheispopular.[2007福建卷]A.works

B.isworking

C.hasworked

D.worked10.CathyistakingnotesofthegrammaticalrulesinclassatSunshine

A.studies

B.studied

C.isstudying

D.hasbeenstudying11.—Ouch!Youhurtme!

—Iamsorry.ButI______anyharm.I______todrivearatout.[2007江西卷]

A.didn’tmean;tried

B.don’tmean;amtrying

C.haven’tmeant;tried

D.didn’tmean;wastrying12.—Ihavegotaheadache.

—Nowonder.You______infrontofthatcomputertoolong.[2007江西卷]

A.work

B.areworking

C.havebeenworking

D.worked13.I______therelittlemorethanaweekwhenIsettoworkwiththescientist.[2007陜西卷]A.wouldbe

B.havebeen

C.hadbeen

D.willbe14.—Didyouseeamaninblackpassbyjustnow?

—No,sir.I______anewspaper.[2007四川卷]

A.read

B.wasreading

C.wouldread

D.amreading15.—Jackboughtanewmobilephonetheotherday.[2007浙江卷]—______?That’shisthirdoneinjustonemonth.A.Hadhe

B.Didhe

C.Doeshe

D.Hashe

【Key】CBABB

DADCD

DCCBBStep2VocabularyandListeningPre-listeningAskthestudentsproblemstheywillmeetasanexchangestudentinaforeigncountry.Anyrelatedwords,phrasesandsentencesareok.（eg:language,food,customs,climate…）While-listening1.AskSstolistentothetapeforPartIandgetthemostimportantinformation.1)Today’stopic:English2)Thequestionfortoday:What’sgoingtohappentothewaywespeakEnglishinthefuture?3)Twointerviewees:ExchangestudentsinAmericaandBritain.

2.ListentothePart1againandfinishActivity2onPage6.3.BeforelisteningtopartsⅠ&Ⅱ,encouragethestudentstopredictwhatquestionstheywillaskthetwoexchangestudentsiftheyaretheinterviewer.eg:1)Whereareyoufrom?

2)Whatdifficultydoyouhavethere?

3)Whatleavesmuchimpressiononyou?

4)WhatdoyouthinkofthefutureofEnglish?4.Askthestudentstoguessthetwostudents’opinionaboutthetrendofthedevelopmentofEnglish.5.ListentopartsI&IIandthenfinishthetable.

Samantha

CallumTimeasanexchangestudent2months10monthsPartofthecountryLeedsinYorkshireMississippiThebiggestproblemlocallanguageClimateEnjoyment

people,musicprom(theschooldance)OpinionaboutthefutureIt’snaturaltherearelotsofvarieties.TheBritishwillspeakAmerican

English.ThereasonfortheopinionEnglishisspokenallovertheworld.TheBritishheariteveryday.6.Asktwostudentstoactoutthetwodialogueswiththehelpofthetable.7.ListenagainandfillintheblanksinthefollowingsentencesandthenfinishEverydayEnglish.1)I’mgettingonfine,

now

that

Iunderstandthelocalaccent.2)Infact,insomewaystheaccenthere,inthenorthofEngland,remindmeofAmericanEnglish.3)What’sbeenthemostpositivethingabouttheexchangesofar?4)SinceEnglishisspokenallovertheworld,Iguessit’sonlynaturalthattherearelotsofvarieties.5)AsIwastheonlyBritishpersonintheschooltheymade

a

fuss

ofme.6)WhenIcamehomemymumsaidIhadpicked

up

anAmericanaccent,butit’sworn

off

nowIthink.7)IthinktheBritishwillspeakAmericanEnglishbecausetheyheariteverydaynowonTV,infilmsandsoon.(斜體詞匯簡單講解。如：猜測“madeafussof”的含義，可據(jù)前面“only”一詞提示理解為：payalotofattentionto）Fromtheabovesentences,trytofindwordstointroducereasons.8.AnswerthequestionsinActivity1andthenfinishActivity2inFunction.

Post-listening1.CombineashortpassageaboutEnglishusingwordsfromthelisteningmaterial:affect,accent,positive,natural,variety.(語言輸出)2.Listeningpracticeinstudents’workbook.Step3HomeworkMakeadialoguebetweenanexchangestudentbacktoschoolandhis/herclassmateinhis/herhomeland.

Period4:WritingTeachingContentCulturalcorner＋SpeakingandWritingTeachingAimsTargetLanguageadd,infavorof,present,referto…as…,attempt,simplify,combination,thanksto,standard,referenceAbility

objectivesGuidethestudentstogetdetailedinformationforthewritingActivatethestudents’knowledgeaboutdifferentvarietiesoflanguagesLearningstrategiesTeachstudentstherightstepsofwritingacompositionTeachingAidsMulti-media

Step1Revision1.Question:WhatarethedifferencesbetweenBritishandAmericanEnglish?Givesomeexamples.(vocabularyrevision)2.ReadthenotesinActivity1inPage8andanswer:WhatdoyouthinkisthebestvarietyofEnglishtolearn?Why?(Discussingroupandeverygrouphasawritertoreportthediscussionlater.)(Reviewvocabularyandhowtogivereasons)Step2Culturalcorner1.Askthestudentstoreadthepassageandanswerthequestionsinpage9.(Toraisestudents’awarenessoftheimportanceofsomelinguists’contributiontothedevelopmentoflanguages.)2.Presentsomeimportantlanguagepointsonthepaperintheformofsentenceswithkeywordsandphrasesinthem.Afterclasstheymustconcludetheimportantusageofwordsandphrases.

(Encouragethestudentstolearnlanguagepointsfromdifferentcontextsbythemselves.)Importantlanguagepoints:Vacabulary:1.add,2.infavorof,3.present,4.referto…as…,5.attempt,6.simplify,7.combination,8.thanksto,9.standard,10.referenceSentences:1.TheElementarySpellingBook,suggestedsimplifyingthespellingofEnglishwords.2.Bythe1850sitwassellingonemillioncopiesayear,makingitoneofthemostpopularschoolbooksever.

After-classreading

:SimplifiedChinesevsTraditionalChineseInthe1950s,thegovernmentofMainlandChina"simplified"thewrittenformsofmany"traditional"charactersinordertomakelearningtoreadandwritethelanguageeasier.

Simplifiedcharactersmayormaynotbelesspleasanttolookat,generallyspeaking,numberofstokesofthecharactersarereduced,justkeepinmindthatnoteverycharacterhasbeensimplified,onlysomeofthemorecomplicatedforms.

Thissimplificationofcharactersdidfollowsomelogicalprinciples.Therefore,evenwedealingwithtwosetsofthecharacters,wearestillabletorecognisemajoritycharacters,also,therearemanycharacterremainsunchanged,solearningsimplifiedcharactersalongsidetheirtraditionalcounterpartsisnottoodifficult.Bearinmind,thesimplificationprocessalsosimplifiedcertaincomponentsthatoccurinmanycharacters.

PeopleintendtothinktraditionalChineselooksbetterandmoreoriginalthanthesimplifiedChinese,mostTaiwaneseandHongkongnesecriticisessimplifiedChineseastheystillusingtraditionalChinesewhilstMainlandChinaandSingaporeusethesimplifiedChinese.ThereareapplicationsthatattempttoconvertbetweensimplifiedandtraditionalChinese.Step3Writing1.

Doactivity3inpage8andthentalkabouttheothertwotitles.(To

help

the

students

strengthen

what

they

have

learnt.)2.

Activity4.Dividethestudentsintothreegroupstodiscuss.EachgroupforonetopicabouttheChineselanguage.Onewriterineachgrouptowritedownsomekeywordsaboutthediscussionandwritethemdownontheblackboardlater.(Collectsomenecessaryvocabularyforwriting)3.

AskanotherstudentinanothergrouptocombinesentencesforChineselanguagebyusingthekeywordsontheblackboard.(Learntocombinesentences).4.

WriteapassagefortheChineselanguageincludingthetopicdiscussedbeforethis,suchas,theoriginofChinese,thewritingsystem,varietiesofChineseandsoon.1).Makeaplanforthecomposition.(Teachercansupplyotherinformationforstudents)2).Teachhowtodrawanoutlineandthenexpanditintoapassage.(Studentslearnhowtorearrangesentences.)MaterialabouttheChineselanguage:·Chineseisspokenbymorepeoplethananyotherlanguageintheworld.·ChinesehasmorethantwicethenumberofspeakersofEnglish,thoughofcourseitlackstheuniversalityofEnglishandisspokenbyfewpeoplenotofChineseorigin.ChinesehasbeenanofficiallanguageoftheUnitedNationssincethefoundingoftheorganizationin1945.·ThoughChinesehasmanydialects,Mandarin,basedonthepronunciationofBeijing,isconsideredthestandardandisspokenbyabouttwo-thirdsofthepopulation.·Chineseiswrittenwiththousandsofdistinctivecharacterscalledideographswhichmostofthetimeshavelittlerelationtothesoundofaword.·TheearliestChinesecharacterswerepictographs,suchasacrescentforthemoon,oracirclewithadotinthecentertorepresentthesun.·TheChinesecharactersdohavetheadvantageofmakingwrittencommunicationpossiblebetweenpeoplespeakingmutuallyunintelligibledialectsandlanguages.·NumerousattemptshavebeenmadeovertheyearstosimplifytheChinesesystemofwriting.

參考范文：TheChineseLanguageInrecentyears,moreandmorepeoplearebeginningtolearnChinese,andChineseisobviouslyspokenbymorepeoplethananyotherlanguageintheworld.Chineselanguagecanbedividedintoeightmajorvarieties,ofwhichMandarin,alsocalledPutonghua,basedonthepronunciationofBeijing,isreferredtoasthestandardandisspokenbyabouttwo-thirdsofthepopulation.Inthe1950s,thegovernmentofMainlandChinasimplifiedthewrittenformsofmanytraditionalcharactersinordertomakelearningtoreadandwritethelanguageeasier.NumerousattemptshavebeenmadeovertheyearstosimplifytheChinesewritingsystem.TheChineselanguagetodayhaschangedalot,buthowevermuchithasbeendeveloped,Chinesewilldevelopsteadily.Inthefuture,whereveryouare,itwillnotbestrangetohearamanwithaChineseaccent.(斜體部分體現(xiàn)本模塊詞匯和句型的運(yùn)用)Step4HomeworkTry

searching

for

some

more

information

aboutlanguagechangeson

the

Internet,andmakesomenotes.

Period5:RevisionTeachingContentTask＋ModulefileTeachingAimsTargetLanguageTotestthe